Banca de QUALIFICAÇÃO: GLÁUCIO FABILITO SILVA DE ARAUJO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GLÁUCIO FABILITO SILVA DE ARAUJO
DATE: 31/03/2026
TIME: 13:30
LOCAL: Instituto Multidisciplinar
TITLE:

Artificial Intelligence in Geography Education: Potentialities and Limitations of Teaching Practice in the Digital Age

KEY WORDS:

Artificial Intelligence, Generative Artificial Intelligence (IAGen), Basic Education, Digital Literacy, Geography Teaching

PAGES: 63
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

This dissertation is situated within the current context of the expansion of artificial intelligence (AI), a period that has been called the "AI spring." This flourishing of AI, if we can call it that, is marked by the rapid dissemination of this technology in a favorable environment that drives its development. This dissemination is linked to scientific advances achieved over the years, technological maturity, and current social demands. Its use by the population has advanced due to the easy access to artificial intelligence systems that can be used by mobile devices such as cell phones. Research shows that students are increasingly resorting to these technologies as tools for school research. Therefore, it is essential to study the impact of AI on education, understanding its applications and limitations. Furthermore, a discussion of its ethical implications regarding data privacy and the reproduction of stereotypes, stigmas, and prejudices that may go unnoticed by a less critical eye is necessary. The overall objective of this research is to analyze the potential and limitations of using Artificial Intelligence in teaching Geography in basic education. Specific objectives include discussing the theoretical and methodological foundations that underpin the research, exploring the concept of AI, its historical development, types (such as narrow and general AI), and its relationship with neuroscience, and identifying and analyzing the main contributions and challenges that this technology offers specifically for the practice of Geography teachers. Regarding methodology, the research is exploratory in nature and adopts a qualitative and quantitative approach. The procedures include a robust bibliographic survey, using databases such as SciELO and Google Scholar, focusing on national and international authors (especially from the USA and China); field research (survey) conducted through a virtual questionnaire (Google Forms) applied to basic education Geography teachers, aiming to collect data on the practical use of AI and the level of digital literacy of these professionals; and the use of AI tools (Data Analyst GPT) to assist in the analysis and interpretation of the collected quantitative data, prioritizing transparency and ethics in the academic process. Therefore, it is expected that the research will provide a diagnosis of the use of AI in the classroom, verifying whether teachers are prepared and have adequate infrastructure for a democratic use of the tool. Among the potentialities observed so far, the assistance of AI in school cartography, in the creation of playful activities, and in the personalization of teaching through intelligent tutors stands out. However, it is worth highlighting its critical limitations, such as the dependence on high-speed connectivity, the risk of devaluing the teaching role, and the need for critical digital literacy to identify incorrect or biased information generated by language models. This dissertation aims, therefore, to offer a prognosis of how AI can become an ethical and effective ally in the geographical teaching-learning process.

COMMITTEE MEMBERS:
Interno - 1958337 - CLEZIO DOS SANTOS
Externa ao Programa - 1673110 - JULIANA MENDES NASCENTE E SILVA ZAMITH - UFRRJPresidente - 1229151 - SARAH LAWALL